session 3 using saber-student assessment to benchmark ... · education staff development program ....
TRANSCRIPT
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EDUCATION STAFF DEVELOPMENT PROGRAM
February 6, 2013
Room I2-220 Washington, DC
EDUCATION STAFF DEVELOPMENT PROGRAM
SESSION 3 Using SABER-Student Assessment
to Benchmark Assessment Systems
Part 2
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EDUCATION STAFF DEVELOPMENT PROGRAM
Forecasting, Monitoring and Measuring Project Results
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EDUCATION STAFF DEVELOPMENT PROGRAM EDUCATION STAFF DEVELOPMENT PROGRAM
What is the READ Trust Fund?
“Better Assessment for Better Learning”
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EDUCATION STAFF DEVELOPMENT PROGRAM EDUCATION STAFF DEVELOPMENT PROGRAM
Global-level and Country-level Work
Main READ Trust Fund
Global-level Work
READ Angola
READ Armenia
READ Ethiopia
READ Kyrgyz
Republic
READ Mozambique
READ Tajikistan
READ Vietnam
READ Zambia
Country-level Work
SABER Student
Assessment
SABER Learning
Standards
Program Coordination
Global Knowledge
Sharing
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EDUCATION STAFF DEVELOPMENT PROGRAM EDUCATION STAFF DEVELOPMENT PROGRAM
Armenia
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EDUCATION STAFF DEVELOPMENT PROGRAM EDUCATION STAFF DEVELOPMENT PROGRAM
Establishing Key Indicators for READ
Enabling Context • EC1 - Clear policies • EC2 - Strong leadership • EC3 - Regular budget/funds • EC4 - Strong organizational structures • EC5 - Effective human resources System Alignment • SA1 - Alignment with learning goals • SA2 - Opportunities to learn about assessment activities Assessment Quality • AQ1 - Quality • AQ2 - Effective use of assessment results
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EDUCATION STAFF DEVELOPMENT PROGRAM EDUCATION STAFF DEVELOPMENT PROGRAM
Mozambique
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EDUCATION STAFF DEVELOPMENT PROGRAM EDUCATION STAFF DEVELOPMENT PROGRAM
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EDUCATION STAFF DEVELOPMENT PROGRAM EDUCATION STAFF DEVELOPMENT PROGRAM
Mozambique’s Baseline Results (2009)
Classroom Examinations NLSA ILSA
Emerging
Emerging
Emerging
Emerging
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EDUCATION STAFF DEVELOPMENT PROGRAM EDUCATION STAFF DEVELOPMENT PROGRAM
Developing an Action Plan
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EDUCATION STAFF DEVELOPMENT PROGRAM EDUCATION STAFF DEVELOPMENT PROGRAM
Targeted Areas - Mozambique
Classroom Examinations NLSA ILSA
Emerging
Emerging
Emerging
Emerging
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EDUCATION STAFF DEVELOPMENT PROGRAM EDUCATION STAFF DEVELOPMENT PROGRAM
Mapping Action Plan Activities to Rubrics
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EDUCATION STAFF DEVELOPMENT PROGRAM EDUCATION STAFF DEVELOPMENT PROGRAM
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EDUCATION STAFF DEVELOPMENT PROGRAM EDUCATION STAFF DEVELOPMENT PROGRAM
2009 (Before READ) 2014 (After READ) Expected Progress
Classroom Assessment Lat. Eme. Est. Adv. Alignment with learning goals
• Scarce system-wide resources for teachers for classroom assessment
• Official curriculum specifies what students are expected to learn but the level of performance required is unclear
• Some system-wide resources for teachers on classroom assessment
• Official curriculum specifies what students are expected to learn and the expected level of performance required is clear
Effective human resources
• No system-level mechanisms to ensure teachers develop skills in classroom assessment
• Some system-level mechanisms to ensure teachers develop skills in classroom assessment
Quality assurance
• Classroom assessment practices known to have widespread weaknesses
• Classroom assessment practices weak but improving
Effective uses
• Limited use of classroom assessment
• Adequate required uses of classroom assessment to support student learning
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EDUCATION STAFF DEVELOPMENT PROGRAM EDUCATION STAFF DEVELOPMENT PROGRAM
Expected Level of Development of Mozambique’s Assessment System
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EDUCATION STAFF DEVELOPMENT PROGRAM EDUCATION STAFF DEVELOPMENT PROGRAM
EC5 – Effective Human Resources
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EDUCATION STAFF DEVELOPMENT PROGRAM EDUCATION STAFF DEVELOPMENT PROGRAM
SA2 - Opportunities to learn about assessment activities
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EDUCATION STAFF DEVELOPMENT PROGRAM EDUCATION STAFF DEVELOPMENT PROGRAM
AQ1— Assessment Quality “Provinha” Pre-Pilot
D2/N2 Identificar as letras do alfabeto.
D02/N1
5. Presta atenção às letras que vou dizer “v” “d” “l”.
Assinala com X o quadradinho das letras que ouviste “v” “d” “l”
A)
B)
C)
D)
a c q
v d l
b h o
t r s
Professor(a)/aplicador(a): leia para os alunos a instrução em que aparece a orelha. Repita a leitura no máximo duas vezes.
República de Moçambique
Ministério da Educação Instituto Nacional de Desenvolvimento da Educação - INDE
PROVINHA-MOCAMBIQUE
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EDUCATION STAFF DEVELOPMENT PROGRAM EDUCATION STAFF DEVELOPMENT PROGRAM
AQ1— Assessment Quality “Provinha” Pilot Teacher’s Workshop
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EDUCATION STAFF DEVELOPMENT PROGRAM EDUCATION STAFF DEVELOPMENT PROGRAM
AQ1— Assessment Quality “Provinha” Pilot Test Administration
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EDUCATION STAFF DEVELOPMENT PROGRAM EDUCATION STAFF DEVELOPMENT PROGRAM
Directors of Instruction Workshop
SA2 - Opportunities to learn about assessment activities
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EDUCATION STAFF DEVELOPMENT PROGRAM EDUCATION STAFF DEVELOPMENT PROGRAM
Expected Level of Development of Mozambique’s Assessment System
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EDUCATION STAFF DEVELOPMENT PROGRAM
Tajikistan
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EDUCATION STAFF DEVELOPMENT PROGRAM EDUCATION STAFF DEVELOPMENT PROGRAM
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EDUCATION STAFF DEVELOPMENT PROGRAM EDUCATION STAFF DEVELOPMENT PROGRAM
Tajikistan Baseline Results (2009)
Classroom Examinations NLSA ILSA
Emerging
Emerging
Latent
Latent
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EDUCATION STAFF DEVELOPMENT PROGRAM EDUCATION STAFF DEVELOPMENT PROGRAM
Developing an Action Plan
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EDUCATION STAFF DEVELOPMENT PROGRAM EDUCATION STAFF DEVELOPMENT PROGRAM
Unified University Entrance Exam
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EDUCATION STAFF DEVELOPMENT PROGRAM EDUCATION STAFF DEVELOPMENT PROGRAM
Targeted Areas - Tajikistan
Classroom Examinations NLSA ILSA
Emerging
Emerging
Latent
Latent
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EDUCATION STAFF DEVELOPMENT PROGRAM EDUCATION STAFF DEVELOPMENT PROGRAM
Mapping Action Plan Activities to Rubric (Examinations)
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EDUCATION STAFF DEVELOPMENT PROGRAM EDUCATION STAFF DEVELOPMENT PROGRAM
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EDUCATION STAFF DEVELOPMENT PROGRAM EDUCATION STAFF DEVELOPMENT PROGRAM
2009 (Before READ) 2014 (After READ) Expected Progress
Examinations (University Entrance) Lat. Eme. Est. Adv. Clear policies
• A formal policy document authorizes the examination (but not the new UEE)
• Policy document not available to the public
• Procedural, regulatory, and legal documents developed for national introduction of new UEE
• Policy documents available to the public
Strong leadership
• Most stakeholders support the examinations (but not the current practices)
• Almost all stakeholders support the new UEE system and deem the system to be fair and reliable
Regular funding
• Funding does not cover research and development
• Stable funding available to conduct UEEs annually
• Funding covers research and development
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EDUCATION STAFF DEVELOPMENT PROGRAM EDUCATION STAFF DEVELOPMENT PROGRAM
2009 (Before READ) 2014 (After READ) Expected Progress
Examinations (University Entrance) Lat. Eme. Est. Adv. Strong org. structures
• An examinations office does not exist
• A new National Testing Center:
- developed and piloted - accountable to the Ministry
of Education - has all of the required
facilities to carry out the examination
Effective human resources
• Staff carrying out examinations inadequately trained and issues pervasive
• National Testing Center adequately staffed and training provided to enable staff to carry out UEE with minimal issues
Alignment with learning goals
• Not clear what the examination measures
• Materials to prepare for the examination minimal and accessible to very few students
• A clear understanding of what the examination measures exists
• Student and School Handbooks about the examination developed and avail. to most students
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EDUCATION STAFF DEVELOPMENT PROGRAM EDUCATION STAFF DEVELOPMENT PROGRAM
2009 (Before READ) 2014 (After READ) Expected Progress
Examinations (University Entrance) Lat. Eme. Est. Adv. Quality assurance
• No technical documentation exists
• No mechanisms in place to ensure quality of the examination
• An UEE comprehensive, technical report is available and copies are distributed
• Some mechanisms in place to ensure quality of the examination including the piloting of test instruments
Fairness • Inappropriate behavior surrounding the examination process is high
• The majority of students (over 50%) may not take the examination due to barriers such as language, gender, etc.
• Inappropriate behavior surrounding the examination process is low
• A small proportion of students (less than 10%) may not take the examination due to barriers such as language, gender, etc.
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EDUCATION STAFF DEVELOPMENT PROGRAM EDUCATION STAFF DEVELOPMENT PROGRAM
Expected Level of Development of Tajikistan’s Assessment System
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EDUCATION STAFF DEVELOPMENT PROGRAM EDUCATION STAFF DEVELOPMENT PROGRAM
EC2 - Strong Leadership
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EDUCATION STAFF DEVELOPMENT PROGRAM EDUCATION STAFF DEVELOPMENT PROGRAM
EC4 - Strong organizational structures
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EDUCATION STAFF DEVELOPMENT PROGRAM EDUCATION STAFF DEVELOPMENT PROGRAM
EC5 – Effective Human Resources
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EDUCATION STAFF DEVELOPMENT PROGRAM EDUCATION STAFF DEVELOPMENT PROGRAM
EC5 – Effective Human Resources
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EDUCATION STAFF DEVELOPMENT PROGRAM EDUCATION STAFF DEVELOPMENT PROGRAM
SA2 Opportunities to Learn about Assessment Activities
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EDUCATION STAFF DEVELOPMENT PROGRAM EDUCATION STAFF DEVELOPMENT PROGRAM
Expected Level of Development of Tajikistan’s Assessment System